Upload
amberlynn-agatha-thornton
View
218
Download
0
Tags:
Embed Size (px)
Citation preview
Our Mission
All-round development of our students, providing them colourful learning experiences to ensure growth in morality, wisdom, sportsmanship, social maturity, aesthetics and spirituality.
Our history (30th Anniversary)
•Students’ background: low to average income.
most live in public housing• Teachers’ background: 80% teachers teaching for
over 10 years.
( Turnover rate: 0.2% /year)
S.K.H. Tsang Shiu Tim Secondary SchoolSchool Management Structure (2007-2008)
School Council
Principal
Crisis Management
Team
School Improvement
Team
Vice Principal
(Studies)
Vice Principal
(Administration)
Alumni Association
Parent Teacher
Association
Academic Affairs
Committee
School Plans Committee
NSS Working Party -NSS OLE (4 teachers) sports, ECA, CRE, MCE
Life Education Committee
Further Education &
Careers Counseling Committee
7 teachers
3 teachers
Staff Development Committee
Information Technology Committee
General Administrative
Affairs Committee
Student Counseling Committee
Discipline Committee
Extra-curricular Activities
Committee
Religion Affairs &
Ceremonies Committee
CYC 2 teachers
Aims of Careers Education (5Es)
1. Effecting matching between students and careers.
- students achieving self understanding, strengths and aptitudes.
- students informed of the working world.
2. Enabling: linking studies (KLA) with work demands.
- students working harder on related work skills e.g. languages, maths, etc.
5Es=Empowerment
Aims of Careers Education (5Es)3. Extending: increasing exposure and active
experimentation. - students applying KLA knowledge in ECA
activities and acquiring generic skills.4. Enriching: deepening experience and sharing
with others. - students reflecting on experiences and inspiring
others with aspirations.5. Equipping for life: viewing work in the widening
contexts: students valuing work ethics, contributing to society, country and world.
5Es=Empowerment
Methods in Careers Education
Session
– talks, dissemination of information via the intranet, campus noticeboards and publications. (careers library) [Careers Day, Alumni Sharing]
Methods in Careers Education
Project – Curriculum – related (Language-Careers Pr
ojects) (small-scale, across forms, peer teaching) [Careers Oscars, English SBA]
– Multi-intelligence / Enterprising Projects (large-scale, alumni-initiated, across forms) [The Apprentice]
Methods in Careers Education
Activity – Visit (cultural exchange programmes[Peace
Boat] school-business partnership programmes) [Aircraft Carrier]
– Camps (conflict management) [International School Camp]
– Intensive courses ( topping-up,remedial)– Mock Interviews (alumni-and-teachers host
ed) [Mentorship Scheme]
Methods in Careers EducationEvents
– Stakeholders (Parents Day, PTA functions, PTA publications, Careers Day)
– District/country/regional/world functions (Open Days, Expos, competitions, summer courses)
– Real work experience (Volunteer teaching, serving in hospital, community service) [Financial Quiz]
Expected Outcomes (For Students)
1. Effected: Students’ ownership in career planning. (Vital in NSS)
Enabled: – self-initiated search
– self-assessed progress
2. Extended: Gradual initiation into critical thinking and decision making.
3. Enriched: Students’ interest and passion in aspirations through happy experiences.
4. Equipped: Attitudes and value formation in work.
5. Empowered: Sharing with peers, alumni
Expected Outcomes (For School)
1. Partnerships (Teacher’s space)
Tripartite relationship
(alumni > outside volunteers)
2. Partners with KLA (across curriculum), OLE (MCE, CS)
Partners with other organizations (PTA, AA)
Partners with global organizations (Peace Boat, LPC)
3. Programme development (constant reflections) – sustainability
(building a tradition e.g. alumni participation)
4. Teachers’ development (Careers teachers’ knowledge and skills)
Students (bonding among themselves)
schoolalumni
Expected Outcomes ( School Self Assessment)
How Careers Teachers evaluate programmes and plan for the future:
- Assessment Methods:
A.Quantitative
1. After each programme, computer scored reflections.
2. Comparison across years (e.g. number of participants).
3. Co-relation with KLA areas.
4. Transparent: results on Careers website.
Expected Outcomes ( School Self Assessment)
B.Qualitative
5.Open-ended reflective comments for self and school on computer-score sheets.
6. Long reflective journals.
7. Teachers’ monitoring through casual chats with stakeholders. (students, alumni, parents, teachers, partners and school authority)
Expected Outcomes ( School Self Assessment)
C. Relation to KLA/OLE
8. Evaluate emphasis on particular areas based on students’ strength and weakness and the school’s policies.
D. Experimentation
9. Trying new methods and ready for changes.
Misconceptions (Myths)Myth: 1. Careers Education is vocational education. So, higher ability students do not need it.Answer: All (the all-rounders and the weak) need it.
Myth: 2. Academic results dictate the students’ choices. So, higher ability students study first and decide on
careers upon graduation.Answer: Early preparation and strategic planning makes a
difference in achievement and choices.
Myth: 3. A lot of money needed for Careers programmes.Answer: Partnerships and alumni contribution saves money.
SKH Tsang Shiu Tim Secondary School (2007-8)Tentative Time Allocation for OLE
(for internal planning use)Time tabling: 6 days/cycle, 40 mins/period, 25 cycles
OLE Components Provision for all students in School
Time allocation
(in hour)
Total time/year (hour)
PE 2 periods 33 45
Sports Day (2 days) 12
AE 2 periods 33 33
MCE Assembly (2 periods) &
Class teacher period (1 period)
50 75
CRE Career education through talks
> 15
CS Exposure in CS (Service ambassador, other school service groups) 3 times a year
10
Total time allocation for each year
153 hours
(exceed 135 per year)
SKH Tsang Shiu Tim Secondary School (2008-9)Tentative Time Allocation for OLE
(for internal planning use)Time tabling: 6 days/cycle, 40 mins/period, 25 cycles
OLE Components Provision for all students in School
Time allocation
(in hour)
Total time/year (hour)
PE 2 periods 33 45
Sports Day (2 days) 12
One Students One Sport (F1) >10
AE 2 periods 33 43
One Student One Art (F2)
English -- Film Appreciation (F4-5)
Drama Workshop (F2)
>10
MCE Assembly (2 periods) &
Class teacher period (1 period)
50 75
CRE Career education through talks
> 15
CS Exposure in CS (Service ambassador, other school service groups) 3 times a year
10
Total time allocation for each year
163 hours
(exceed 135 per year)
SKH Tsang Shiu Tim Secondary SchoolPartnership
Global Organisations
Local Organisations
Alumni Parents
School
Students Subjects & OLE areas
World
The Apprentice
Apprentice Stall Apprentice Services Apprentice Camp
Apprentice Sharing
Apprentice CampApprentice Camp
Apprentice Camp
Description Billboard Final ScoreBack to slide 8
Mentorship Scheme (First formal 2-hour meeting)
• Self-assessment of 50 mentees on their own generic skills
• Feedback from 40 mentors on mentees’ generic skills
Mentorship Scheme
(Sept 2002 – Oct 2003)
Making both teachers and students more reflective
Careers Day Mentorship Scheme
Li Po Chun United World College English Camp Students’Reflections (mostly unedited)One of the winning reflective journals:
• From 4B(19) Cheung Ming Chui• ‘Fun’ and ‘meaningful’. These are the words I wo
uld like to describe the camp—namely English Conflict Management Day Camp—we approximately 40 TST students joined on 1st February.
Back to P.14